Leveraging Learning Progressions to Support Teacher Adaptation and Student 3D Learning: A Two-Year Case Study

• In Event: AERA Poster Session Saturday 1:45 pm
  In Poster Session: Understanding Teacher Learning and Practice in Science Education

Abstract

This study explores how a middle school science teacher used a three-dimensional learning progression (3DLP) to adapt curriculum and support student science learning. Grounded in a design-based research project, the study focuses on a Matter and Its Interaction 3DLP integrating disciplinary core ideas, science practices, and crosscutting concepts. The teacher engaged in professional learning and implemented 3DLP aligned assessment tasks. Mixed methods data, including teacher’s and students’ interviews, observations, and assessments, showed the teacher progressed from referencing to leveraging the 3DLP to organize instruction and promote students' agency. Student data (N = 65) analyzed though mixed effects models revealed learning gains. Finding underscores the role of 3DLPs in bridging standards and instruction, highlighting challenges and the need for ongoing support.

Authors

• Peng He, Washington State University

• Yu Xue, Washington State University

• Namsoo Shin, Michigan State University

• Shenghai Dai, Washington State University

• Joseph S. Krajcik, Michigan State University